within revitalization programs for indigenous heritage learners The study and teaching of indigenous heritage languages stands at odds with colonial governments' earlier attempts at forced cultural assimilation. The process of language loss accelerated by colonial policies and practices means that many indigenous languages are faced with the threat of extinction, and the effort to teach them as heritage languages intersects with broader language revitalization projects. While learners of immigrant languages are likely to have at least partial knowledge of their language from an early age, indigenous language learners may never have spoken their languages before they began learning them in a formal setting. Education in these languages is further complicated by social stigma, and the feelings of shame or inadequacy that some indigenous people may associate with their language due to colonial intervention. Adult speakers coming from a legacy such as that of Canada's residential schools (a project for assimilating indigenous peoples), whose negative psychological effects have been reported by Canada's Truth and Reconciliation Commission, may be unable or unwilling to pass their language on to their children. Obstacles for LGBTQ+ heritage learners Network ties to speakers of a heritage language can foster efforts for language maintenance among younger speakers. LGBTQ+ learners may experience more obstacles to language maintenance than their heterosexual and cisgender counterparts, given how coming out can at times threaten LGBTQ+ people’s ties to their heritage language if they do not receive acceptance within their existing network. In a survey by Cashman & Trujillo (2018) of nine textbooks for Spanish heritage learners, it was found that representation of LGBTQ+ speakers and concerns were frequently absent, or outright pathologized. Cashman & Trujillo (2018) note that instructors may employ "curricular nullification" to work around the shortage of LGBTQ+ representation in educational materials for heritage learners, design classroom activities that do not require binary gender roles or heteronormative patterns, or draw upon first-hand cultural knowledge of LGBTQ+ faculty that official materials may lack. Heritage language pedagogy Heritage language learners have widely varying circumstances and educational needs that set them apart from foreign language learners. They may have little to no understanding of the language, or be able to speak but not read or write it. Formal education in heritage languages has existed since the nineteenth century, in immigrant communities and private and religious schools. Heritage languages did not attract the attention of public education and universities until the concept of